Call for Papers for the Special Issue on “Inclusion in vocational education and training (VET)”


One of the main aims of vocational education and training (VET) is to provide access to skilled employment and to supply the labour market with a skilled workforce. At the same time, VET is also required to provide equitable and inclusive quality education for young people from different educational and social backgrounds. An inclusive VET system is key to decrease social inequalities and secure societal participation for all.

Yet, a substantial number of young people face barriers to entering or completing VET, and they run the risk of failure and social exclusion. Combating early leaving from education and training and social exclusion has been a priority issue in many western countries for a long time, and countries have developed different strategies to promote the inclusion of young people with diffe­rent preconditions, needs and abilities (e.g. Cedefop, 2016; European Commission, 2014). Examples of such support measures might be additional school years or other transitional offers, support measures targeted at specific groups such as refugees or young people who have dropped out of education and training, short-track VET programmes or other alternative training offers, training offers with a higher amount of practical training or individualised training offers. In this special issue, we consider measures, offers and programmes as “inclusive” if they are part of the regular VET system or if they intend to prepare young people for a regular VET trajectory. In this thematic issue, we wish to contribute to the field by exploring support measures that aim to include young people facing difficulties in entering or completing VET. The purpose of this thematic issue is to gain insight into different approaches and to learn from other countries, regions, strategies and experiences. We invite academic and practice-based researchers to contribute papers that explore different views and ideas, such as systemic or individual approaches, with perspectives from students, apprentices, teachers, apprenticeship trainers, etc. Depending on the topic and methodological approach, articles can be empirical (quantitative, qualitative, mixed-method, single-case studies, literature reviews) or theoretical. Articles may be written in English or a Scandinavian language (Danish, Norwegian,  Swedish).

Authors are invited to submit their abstract of approximately 300 words highlighting the focus, study question/s, methods, theoretical framework, and results, if already available. Submit your abstract via email to and  no later than December 1, 2021. If the abstract is accepted, authors are invited to submit a full paper for consideration to be published in the special issue. Submission of the paper is to be done directly to the journal by March 15, 2022, and the anticipated publication for accepted papers is October 2022. Authors must follow the submission guidelines for the journal.


Cedefop (2016). Leaving education early: putting vocational education and training centre stage. Volume I: Investigating causes and extent. Cedefop Publications.

European Commission (2014). Tackling Early Leaving from Education and Training in Europe: Stra­tegies, Policies and Measures. Eurydice and Cedefop Report. Publications Office of the European Union.